Co-Teaching: One Key to a Successful Program

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When a school is preparing to launch Geometry in Construction or Algebra 1 in Manufacturing Processes, Entrepreneurship & Design, one of the early questions asked is what makes a successful pair of co-teachers?   According to initial university research on our programs in Loveland, the teachers are strategic in the success. The single most important teacher indicator is a positive attitude. … Read More

Geometry in ConstructionCo-Teaching: One Key to a Successful Program

The Penalty Box: A Homework Encourager

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When teachers first hear the term “Penalty Box” they are taken back. Are we being cruel to our students? Are you allowed to do that? What do parents think? Let me promise you that we do not harm students nor do we do illegal actions against students. But, let’s start with the basics. What is a penalty box? Taken from … Read More

Geometry in ConstructionThe Penalty Box: A Homework Encourager

Recipe for Geometry in Construction Success By Christina H. Paguyo, PhD

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What are the key ingredients for successfully replicating Geometry in Construction? This is the million-dollar question posed by Scott Burke and Tom Moore, co-creators of the original Geometry in Construction program at Loveland High School. As a director of academic assessment in my day job and a research consultant in my moonlighting hours, this question sparked my curiosity and generated … Read More

Geometry in ConstructionRecipe for Geometry in Construction Success By Christina H. Paguyo, PhD

Geometry in Construction: Assessing the program’s impact on student career identity development and career decision-making self-efficacy By Lauren Ireland, M.A., LPCC, NCC and Savannah Cormier, M.S., LPCC

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How is what students are learning in the classroom impacting their decisions regarding which careers they believe they have both the the passion for, and the ability to pursue, after high school? This is the question that Savannah Cormier and I, 2nd year Counseling Education and Supervision doctoral students at the University of Northern Colorado are posing to Geometry in … Read More

Geometry in ConstructionGeometry in Construction: Assessing the program’s impact on student career identity development and career decision-making self-efficacy By Lauren Ireland, M.A., LPCC, NCC and Savannah Cormier, M.S., LPCC

Contextualized vs. Integrated: What is the Difference?

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In June, Algebra 1 in Manufacturing Processes, Entrepreneurship and Design (AMPED for short), a 2-year curriculum development project will be complete with 2 years of pilot behind us.  The AMPED program will be launching in other middle and high schools next fall. The course is as much integrated as it is contextualized.  Herein lies the question, “What is the difference … Read More

Geometry in ConstructionContextualized vs. Integrated: What is the Difference?

Math Attitude Survey: AMPED Fall 2015

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During the first week of fall 2015 courses at Loveland High School, students enrolled in the Algebra 1 in Manufacturing Processes, Entrepreneurship, and Design (AMPED) course took a pre-survey to measure their attitudes toward math. At the end of the fall 2015 semester, AMPED students took the post-survey. There were 44 students who took both the pre- and post-surveys, and … Read More

Geometry in ConstructionMath Attitude Survey: AMPED Fall 2015

How to Get Students to Own Their Manufacturing Process In the Algebra 1 in Manufacturing Processes, Entrepreneurship and Design (AMPED)

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Getting students to take pride in their workmanship is hard to do but critical to the success of the AMPED program. I am sure as a teacher, you have had a similar concern. We will share some quick bullet points of our experience in hopes that one or two of the ideas will be of use in your classroom. At … Read More

Geometry in ConstructionHow to Get Students to Own Their Manufacturing Process In the Algebra 1 in Manufacturing Processes, Entrepreneurship and Design (AMPED)

Processing: The Key to a Successful Activity

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Recently we have heard from several teachers that the processing of activities can be difficult. Although this may be true, we believe it is vital to student learning and any teacher can be successful in guiding students to the correct outcome. Asking students the correct questions will ensure the greatest impact from an activity, whether it is math or team … Read More

Geometry in ConstructionProcessing: The Key to a Successful Activity

Do I Have To Build A House? Geometry in Construction’s Most Asked Question

Geometry in ConstructionNewsletter1 Comment

The short answer is NO. Building of a house was a vision we set for our program but it does not define Geometry in Construction. The requirements of an effective capstone project are: The project must be of interest to students. As most CTE teachers can tell you, choosing the right project creates student pride in their product. If leveraged … Read More

Geometry in ConstructionDo I Have To Build A House? Geometry in Construction’s Most Asked Question

Common Questions We Are Asked

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Visitors to Geometry in Construction at Loveland High School have been numerous.  Each group comes with many questions on how Geometry in Construction will look at their high school.  These same questions are often asked as we make presentations at conferences.  So, we thought it would be good for us to answer the most common questions. How do I convince … Read More

Geometry in ConstructionCommon Questions We Are Asked